Lessons learned from Second Chance Schools in Spain: strengths, constraints and ambivalences
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2025
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Vázquez-Cupeiro, S., Alonso-Carmona, C., & García-Arnau, A. (2025). Lessons learned from Second Chance Schools in Spain: strengths, constraints and ambivalences. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518398.2025.2601560
Abstract
Second Chance Schools are claimed to be highly significant to address educational inequalities and Early School Leaving. They provide disadvantaged young people with support and opportunities to foster educational, professional and social inclusion. Yet little is known about the structural obstacles that prevent them from flourishing. Drawing on data from two accredited Spanish schools, we explore their programmes’ strengths, constraints and ambivalences. The results indicate specific pedagogical guidelines and contextualised engagement strategies deployed. Still, we identify constraints linked to the students’ vulnerable profiles and disrupted school trajectories, which limit the provision of individualised and comprehensive support. Tensions emerge from the push towards formalisation by educational authorities, which challenge the itinerary’s innovative and flexible nature. Overall, the analysis contributes to identifying certain differences in the logic of action behind the initiatives, emerging as a cross-cutting dimension that allows a deeper understanding of the challenges to, ultimately, reveal room for potential improvements.
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This work was supported by the European Union’s Horizon 2020 research and innovation programme, PIONEERED project, under Grant agreement number 101004392.
Agencias de financiación: HORIZON 2020 European Commission
Proyectos de investigación: GA-No 101004392
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